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From the Editor

Supporting the Most Important Profession

oncerns about teacher shortages—about not only attracting but also retaining
Cquality individuals to advance the profession—continue to be a focus for
members of Delta Kappa Gamma. A survey conducted by Editorial Board member
Dr. Dorrie Powell and reported in the last issue of the journal format of the Bulletin
captured members’ perspectives and suggested solutions. In the lead article of this
issue, McKie et al. explore one such solution: use of the “intern as teacher” model
in Georgia. The authors specifically assess what decisions must be considered when
implementing this model in a school district, discussing induction support, mentoring
models, and school climate and culture. The latter emphasis—on providing an
environment in which teachers can thrive—is then taken up by LeBlanc and Love,
who discuss a Teacher Leadership Summit approach used to engage and develop
teacher leaders. This model provides yet another way to facilitate teacher retention
by giving educators the time, resources, and support needed to make a difference.
In this issue, in a unique twist to the usual author biographies included with articles,
Editorial Board member Dr. Kammie Richter interviews author Love to explore yet
another theme from Powell’s prior reporting: how DKG can assist in recruiting and
retaining educators.
Shifting perspectives slightly, the next several articles focus on practitioners’
views of how to be successful in teaching. Preservice teacher Nors explains how
she developed professionally and implemented her own focus on excellence
in education by surveying teachers about preferred teaching styles. Noting the
emphasis on student-centered instruction in her state’s evaluation processes, she
assessed the perceptions of practitioners in a small, rural district regarding their use
of recommended strategies and approaches, particularly as contrasted to teacher-
centered instruction. The student-centered approach is affirmed again in discussion
of preschool theory and practice in Sweden by Skardéus and Klaar, suggesting that
quality instruction knows no national boundaries.
The final two articles in the issue focus on innovations “outside” the classroom
per se that are moving—or have the potential to move—education forward. Godwin
and Strunc report on a limited longitudinal case study to understand the role of
Little Free Libraries to support students’ understanding and appreciation of social
studies, particularly in the face of restriction of social studies materials in schools.
To conclude the issue, Urbina revisits the “hot topic” of artificial intelligence (AI)
and its implications for educators and students. Her reflections add to the growing
body of literature exploring the strengths, challenges, and practical implications of
AI.
The varied topics and formats (research reports, interviews, literature syntheses)
included in this issue suggest an important way that DKG contributes to the health
of the profession. As key women educators, authors not only grow professionally
and personally through their writing but also stimulate and support such growth in
readers everywhere. What better way to attract and retain quality individuals to the
most important profession in the world?
Judith R. Merz, EdD
Editor

Promoting Professional and Personal Growth of Educators and Excellence in Education 5